Wednesday Onsite Presentation Session 1

Foreign Languages Education & Applied Linguistics

Session Chair: Yan Zhang

09:30-09:55

67970 | Students’ Perceptions of M-reader

Abouzar Rajabpour, Sultan Qaboos University, Oman

M-reader has been utilized as a way of including Extensive Reading in ELT classes in several universities in the Middle East, for example, Shiraz University in Iran and Sultan Qaboos University in Oman. Although there have been few attempts to evaluate this online tool from different aspects, no studies have investigated students’ perceptions of M-reader and how it can be improved. Hence, using a large sample, this study scrutinizes the potential advantages and disadvantages of M-reader and, finally, presents students’ suggestions on how to idealize this popular Extensive Reading tool. A mixed method design was used in data collection and data analysis phase of the study. The results of the study show that M-reader is a popular platform among students in spite of some potential drawbacks.

09:55-10:20

68950 | When Collaborative Problem Solving Met Problem-Based Learning: A Curriculum Design for College Low-Achieving EFL Learners

Wei-Jie Tiao, Chaoyang University of Technology & National Yunlin University of Science and Technology, Taiwan

Tsui-Ying Lin, Chaoyang University of Technology, Taiwan

This study purports to explore the learning effectiveness of low-achieving learners by integrating the Collaborative Problem Solving (CPS) teaching strategy into Problem-Based Learning (PBL) curriculum design in an EFL learning setting and the relationship among the collaborative problem-solving pedagogy, completion of performance assessment tasks, and oral confidence for low-achieving learners. Highly concerned issues included the effectiveness of low-achieving learners' completion of writing and oral performance assessment tasks and their speaking confidence in oral performance assessment tasks by integrating CPS teaching strategies into PBL curriculum design. Fifty-two non-English-major sophomore students at a private university of Technology in Taiwan were invited to participate in this one-year empirical study in their university course. The results showed that students' anxiety in speaking and writing reduced slightly, and their confidence improved. In addition, the majority of students completed writing and oral assessment tasks on time. Although students were confident that they would be able to speak fluent English one day, their anxiety about grammar and vocabulary did not decrease, and they did not have much expectation or interest in writing.

10:20-10:45

68075 | Learning Western Literature through Drama for EFL Learners from Vietnam and Taiwan: A Comparison Case Study

Vuong Quoc Dat (Daniel) Tran, Da-yeh University, Taiwan

Chin-Ching Lee, Da-Yeh University, Taiwan

Nowadays, English education is essential in many countries, especially those that set bilingual goals, like Vietnam and Taiwan. Drama activities will likely enhance learners' language proficiency and learning motivation. In addition, drama activities integrated with literature studies may facilitate EFL learners' language acquisition. The literature-language integration and creative learning activities may widen students' literary vision and engage students in language learning. This study investigates EFL literature learning through drama activities among college students. The research instruments include a questionnaire and online and onsite interviews. The questionnaire covered four items: Motivation, Participation, Creativity, and Adaptation, including seven questions that help the researcher better understand the differences in learning EFL Literature through Drama between Vietnamese and Taiwanese college students. Participants in this study were 45 Vietnamese and 17 Taiwanese English majors. The questionnaire is to find the students' language learning motivation and concerns about the knowledge of Western Literature through drama activities regarding creativity, limitation, learning strategies, length of time, and language application. Furthermore, seventeen participants agreed to join the interviews. The results showed that Vietnamese college students constantly referred to brainstorming creative ideas in drama activities and always concentrated on the meanings of the drama with a happy ending. However, Taiwanese college students preferred drama with original content and self-designed open endings, most of which were sorrowful. Moreover, all students would improve their English skills through drama, but Vietnamese participants were more interested in Western Literature and drama learning activities than Taiwanese students.

10:45-11:10

67441 | Community-Based: New Approach of Teaching Chinese During the Pandemic Yan Zhang, University of Wyoming, United States

Foreign language teaching gives students a path to connect to the world culturally and linguistically. However, the Covid-19 pandemic has changed every aspect of life, including teaching and learning methods. One of the more challenging aspects of teaching is how to recreate a dynamic class and engage students to be active learners. Forming an influential learning community requires us to consider a number of factors, such as language proficiency level, intercultural competence, technology, self-esteemed learning style issues, and so on. To best help students achieve the utmost in their potential for exceptional learning in both online and offline classes, this presentation provides language teachers with a community-based module along with three principles of educational philosophies, which are: (1) The cultivation of a respectful and warm learning community, (2) the creation of hybrid learning opportunities, (3) the cooperation of independent learning projects. Starting with a discussion of the vital foundation of building a respectful learning community of trusted peers, this presentation will demonstrate a hybrid learning approach, which integrates authentic materials input and technology-enhanced language learning. A series of pedagogical strategies will also be exemplified, confirmed by my class surveys showing student perceptions of this method. This survey shows growth in student confidence and community during class and their priorities in second language learning. Lastly, two projects will be demonstrated at the end, indicating how to engage students in deducing/experiencing language, history, and culture.